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EFFECTS OF SEQUENTIAL TEACHING METHODS ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENTS’ ACHIEVEMENT IN NIGER STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examines the effects of sequential teaching methods on the achievement of senior secondary school biology students in Niger State, Nigeria. The objective of the study is to investigate whether the use of sequential teaching methods enhances students' understanding and performance in biology.
The study adopts a quasi-experimental research design, specifically a pretest-posttest control group design. Two intact classes from a senior secondary school in Niger State were selected as the experimental and control groups. The experimental group received instruction using a sequential teaching approach, while the control group received instruction through traditional teaching methods. The duration of the intervention was one academic term.
Quantitative data were gathered using a researcher-designed biology achievement test, which was administered as a pretest and posttest to both groups. The test was aligned with the biology curriculum of the senior secondary school level. The data collected were analyzed using descriptive and inferential statistics.
The findings of the study revealed that students in the experimental group who received instruction through sequential teaching methods achieved significantly higher scores in the posttest compared to the control group. The sequential teaching methods employed in the study included the use of concept maps, graphic organizers, and step-by-step instructional strategies. These methods promoted students' understanding of complex biological concepts and facilitated the organization and retention of information.
The results suggest that sequential teaching methods can positively impact the achievement of senior secondary school biology students in Niger State, Nigeria. It is recommended that biology teachers incorporate sequential teaching methods into their instructional practices to enhance students' learning outcomes. Additionally, further research is needed to explore the long-term effects of sequential teaching methods on students' retention and transfer of knowledge.
Keywords: sequential teaching methods, senior secondary school, biology education, achievement, Niger State, Nigeria.
EFFECTS OF SEQUENTIAL TEACHING METHODS ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENTS’ ACHIEVEMENT IN NIGER STATE, NIGERIA, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
